Curriculum Area Project

Writing Collaboration betweenElementary and Secondary Schools

2009-2010

East Meadow School District

November 3, 2009

Writers:Mary Fernandez, English (EMHS)

Kim Jendzo, English (EMHS)Carrie Piombino, English (EMHS)

Table of Contents

Abstract

Rationale

Understanding by Design

Time Line

Icebreaker Activities

Brainstorming

Creative Writing Lesson Plans Creative Writer Create a Myth Short Story Creation

Peer Editing Lesson Plans

Publishing

Bibliography

Appendix Power Point Peer Editing Plot Diagram Power Point

Publication Invitation

3

4

5

6-7

8

9-10

11-28

29-35

36-40

41

42

2

Abstract

This Curriculum Area Project, Writing Collaboration between Elementary and Secondary Schools adheres to the following state standards for the English Language Arts program:

Standard 1: Students will read, write, listen, and speak for information and understanding.Standard 2: Students will read, write, listen, and speak for literary response and expression.Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.Standard 4: Students will read, write, listen, and speak for social interaction.

It allows students to meet all levels of the ELA standards at both the elementary and secondary programs by incorporating the written component into the curriculum.

3

Rationale

A collaboration is a work between two or more parties that necessitates a need to find a compromise and share intellectual ideas in order to make it work. This CAP will discuss creating a writing collaboration between two schools, one at an elementary level, the other at the secondary level. The collaboration must begin before the students actually meet and there needs to be multiple planning sessions between the collaborating teachers with the intention on focusing on a timeline, lessons, and the final product. Students will find the writing process and final product fulfilling because it allows them to take ownership and pride in their work.

Stage 1—Desired ResultsContent Standard(s):This CAP satisfies the following New York State English Language Arts Standard(s):Standard 1: Students will read, write, listen, and speak for information and understanding.Standard 2: Students will read, write, listen, and speak for literary response and expression.Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.Standard 4: Students will read, write, listen, and speak for social interaction.

Understanding(s):Students will understand that…

The steps of the writing process are a necessary part of a successful writing venture.

Essential Question(s): How can we blend a high school

writing program and an elementary school writing program into a successful collaboration?

Student will know… How to work with other writers. Use writing strategies to help improve their

critical thinking skills.

Students will be able to…

Write for an audience. Create a writing portfolio. Edit and assess their work.

Stage 2—Assessment EvidencePerformance Task(s):

Students will be assigned to multi-age writing groups.

Students will complete each stage of the writing process.

Other Evidence: Students will produce a published work

at the end of the collaboration to be displayed at all scholastic levels.

4

CS

U Q

K

OET

Each “grade” of students will be responsible for teaching the others the critical thinking process.

Stage 3—Learning PlanLearning Activities:

Prewriting Activities Creative Writing Activities Peer Editing

5

L

Timeline (based on a year long project)

September: Finalize the involved teachers and class numbers. Start to create writing groups. Writing groups should be created in the same format as literary circles – one student should be a strong writer, two average writers, and one struggling writer. Teachers need to meet to discuss what they want the final product to be and to look like.

October: First meeting with writing groups. There should be icebreaker activities for the groups and an overall meeting of all the students. Students should set tentative goals (to be reviewed by all the teachers).

November: Students need to brainstorm about possible story ideas. Teachers need to email (interoffice) the ideas to the groups.

December: Second meeting with writing groups. Students will to begin to outline the plot structure of their stories. Prior to this, teachers need to incorporate prewriting lessons within their literature or writing lessons.

January: Students will work on their outlines and email their ideas back and forth. This ends to be a busy time with ELA exams and midterms, so a meeting with all students is not a possibility. Teachers should incorporate creative writing lessons into their lesson plans.

February: Third meeting with writing groups. The story outlines should be set and this is where the majority of the writing will take place. A draft is expected by the end of this writing session.

March: Drafting lessons and sessions will take place in class. Students must email their edited drafts back and forth a minimum of two times during this month. Teachers should incorporate peer editing lessons into their lesson plans.

April: Forth and final meeting between students. Any final changes should be made to the stories. The stories will be left with the older students for editing purposes (grammatical errors only, content changes are not allowed). The younger students should take responsibility for any artwork that the groups want to include. Artwork and final editing need to be completed this month as well. Stories should be distributed among the teachers to have a final check.

May: Publishing Party.

6

Timeline

August/September November January March MayPlanning Meeting Individual Brainstorm Email drafts In-class drafting sessions Publishing Party

October December February April1st meeting with students. 2nd meeting with students 3rd meeting with students 4th and final meeting with studentsIntroductions, brainstorm Outline story ideas Story outlines Final edits and artworkTeachers need to approve all stories

7

Ice Breaker Activities

1. Popcorn Activity:Supplies: popcorn, string, plastic/paper cupInstructions: Have a bowl of popcorn. Ask each student to take a handful. After everyone takes a cupful, each student must count out how many pieces he/she has. Each piece represents one fact that the individual has to share about him/herself.Purpose: Allows students to get to know each other in a fun manner. You may set limits, no more than five pieces of popcorn each or ask for at least two funny pieces of information and one secret, etc.

2. Silly Names:Supplies: small, soft ballInstructions: Have students create a circle. Starting with yourself, create a silly adjective that starts with the same first letter of your name (e.g. “Silly Sally”). Then throw the ball to someone in the circle. That person has to do the same. After everyone has a chance to “create” a name, the ball is thrown around again. This time, the person throwing the ball has to identify the person he/she is throwing to by the silly name.Purpose: Allows students to relax and enjoy being silly. If students are able to do so, there will be a greater chance of creativity in the future.

3. Tied in Knots:Supplies: NoneInstructions: Students must stand in a circle. Each person must reach out with his left hand and grasp someone else’s hand. Then do the same for the right hand. Attempt to untangle into a circle without letting go of each other’s hands. An even number of people is needed.Purpose: Create a sense of team work. (“Tied in Knots”)

4. Animal GroupsSupplies: Names of animals on pieces of paper (prepare ahead of time).Instructions: On the first day of the project, gather all of the students into a large common area. Give each student a slip of paper with the name of an animal on it. Then give students instructions for the activity. They must locate the other members of their animal group by imitating that animal's sound only. No talking is allowed. Purpose: Create a sense of teamwork and build relationships.(Hopkins)

8

Brainstorming Lesson Plans

9

Brainstorming 101

Aim: Ways to Engage the Create Writer in UsDo Now: Using the following words (on the board), describe objects that you associate with the words.

Red Cowboy Yellow Baseball Blue

Procedure: 1. Review the Do Now. Have students discuss and write their objects on the

board.2. Discuss how certain words can evoke images/feelings.3. Ask students to think of five different areas from around the world and

then list them on the board.4. Ask students to select five of the images and one destination from the

board and begin to write a story.5. Then, after five minutes, have the students pass their stories onto the

person sitting next to him/her. That person needs to continue the story and must include a climax.

6. After another five minutes passes, have the stories be passed along to the next individual. Continue writing, with a resolution in mind.

7. After five more minutes return the story to the original author. Take a few minutes to read over the stories.

8. Finally, discuss with the students the concept of how stories can take a life of their own. Stephen King’s On Writing is an excellent example to use here, where he makes several references to how his stories came to life.

Closure: Is it possible to create a story using five simple words?

10

Creative Writing Lesson Plans

11

Subject: Creative Writing

Topic: Using writing prompts to encourage writing

Do Now:

“I do not like green eggs and ham I do not like them Sam I am”Do you recognize this quote? Where does it come from? Who said it? Why? What is it about?

Procedure:

1. Discuss the Do Now. Show class a copy of the book and share it. Then bridge into writing discussion. Sometimes people do things over and over again before they are successful. Dr. Seuss, for example, sent his first book to 27 publishers before it was accepted. Does this apply to writing?

2. Have you ever said…- “I just don’t like to write.”- “I just don’t know where to start.”

What types of writing are you typically assigned in high school? Does this encourage or discourage writing?

3. Pass out and explain writing prompts worksheet. Have a different student read each prompt.

4. Selecting prompts: Students will randomly draw a prompt from a “hat”. A timer will be set and students will have five minutes to respond to the prompt on the back of the sheet.

Closure:

1. What are you most interested to hear? Why?

2. Share responses: Either teacher-led or ask students to draw and read.

Homework:

Select one prompt to extend into a full one page response.

12

Writing Prompts: Teacher’s Copy

(To be placed in a hat.)If you could be any person in the world, who would you be, and why?

Describe a place you remember from your childhood.

If you could have any superpower, what would you want? Why?

What is your favorite holiday? Why?

How did you meet your closest friend?

What would you be willing to walk a mile for?

Write a list of 25 (or just 5!) things you want to do in your life.

Think of your favorite childhood photo. Describe it. Why is it your favorite?

What is something you do well?

What is the best gift you have ever given? What was it? Who was it for?

What would have happened if you didn't leave the house this morning?

If you could visit anywhere in the world, where would you go?

13

Describe the best Halloween costume you have ever worn. Why was it the best?

What would you do if there were no electricity for a week?

What is the nicest thing a person has ever said to you? What was so nice about their words?

What are your hobbies? Why do you like them?

What is the story behind your name?

What sets you apart from the crowd?

What was the happiest moment of your life? Why?

What do you want to be remembered for?

What is the nicest thing you have done for someone?

What was the best movie you ever so? Why?

Have you ever had an outfit that you really loved? What made it so special?

Have you ever wished that something wouldn’t end? Explain.

Do you believe in aliens? Why?

What is the greatest lesson you've learned so far in your life?

If you could invent anything new, what would it be?

14

Describe a great meal.

Tell your life story from someone else's point of view.

Describe the contents of your book bag. What do the items say about you?

What are ten things you can use a pencil for?

If you could have three wishes, what would they be?

How would you spend a found $50 bill?

What is the most exciting thing that ever happened to you?

What could you not live without? Why?

What is your favorite day of the week? Why?

How old would you be if you didn't know your real age?

Do you believe in luck? Explain.

Describe yourself in ten words. Put the words in order of importance.

Name some things you are thankful for.

What was your favorite childhood toy? Why?

15

Student Prompts

Photocopy and distribute to all students.If you could be any person in the world, who would you be, and why?

Describe a place you remember from your childhood.

If you could have any superpower, what would you want? Why?

What is your favorite holiday? Why?

How did you meet your closest friend?

What would you be willing to walk a mile for?

Write a list of 25 (or just 5!) things you want to do in your life.

Think of your favorite childhood photo. Describe it. Why is it your favorite?

What is something you do well?

What is the best gift you have ever given? What was it? Who was it for?

What would have happened if you didn't leave the house this morning?

If you could visit anywhere in the world, where would you go?

Describe the best Halloween costume you have ever worn. Why was it the best?

What would you do if there were no electricity for a week?

What is the nicest thing a person has ever said to you? What was so nice about their words?

What are your hobbies? Why do you like them?

What is the story behind your name?

What sets you apart from the crowd?

What was the happiest moment of your life? Why?

What do you want to be remembered for?

16

What is the nicest thing you have done for someone?

What was the best movie you ever so? Why?

Have you ever had an outfit that you really loved? What made it so special?

Have you ever wished that something wouldn’t end? Explain.

Do you believe in aliens? Why?

What is the greatest lesson you've learned so far in your life?

If you could invent anything new, what would it be?

Describe a great meal.

Tell your life story from someone else's point of view.

Describe the contents of your book bag. What do the items say about you?

What are ten things you can use a pencil for?

If you could have three wishes, what would they be?

How would you spend a found $50 bill?

What is the most exciting thing that ever happened to you?

What could you not live without? Why?

What is your favorite day of the week? Why?

How old would you be if you didn't know your real age?

Do you believe in luck? Explain.

Describe yourself in ten words. Put the words in order of importance.

Name some things you are thankful for.

What was your favorite childhood toy? Why?

17

Aim- Create-a-Myth!

Do Now- Using the Create-a-Myth worksheet, write down the last four digits of either your home phone number or your cellular phone.

Activities- 1. Students will place the last four digits of their phone number (either home or

cellular) into the worksheet.2. Using the school phone number, determine which combination, including the

Hero, Setting, Important Object, and Theme the “school” would be assigned to write a myth on.

3. Have students use their individual number combinations to determine their own myth combinations.

4. Combinations will be share with the class.5. Allow students 5-10 minutes of brainstorming time in the form of a web.6. Next, the class will “think-pair-share” to discuss their ideas. 7. After sharing ideas, students should take another few minutes to add additional

ideas to their brainstorming list.8. Ideas will be discussed with the class as a whole.9. The class should begin working on their rough draft essays in class, if time

allows.

Closure - The class will view a PowerPoint on Peer-Editing (see Appendix) while taking notes. Make the class aware that the next day they will be peer-editing with a classmate, and therefore must be prepared.

18

Create-a-Myth

Your Task: Write your own myth by following the steps below! Due Date:

Step #1: Fill in the last four digits of your phone number:

Step #2: Circle the four numbers on the chart below that correspond with the last four digits of your phone number. Be sure to do it in order!

Hero (first number)0. a troll1. a wizard2. a sailor3. a queen or king4. a soldier5. a knight6. a thief7. a wanderer or nomad8. a mermaid or merman9. a god or goddess

Setting (second number)0. underwater1. a planet in outer space2. a mountainous island3. an underground cavern4. a crowded, outdoor marketplace5. ancient temple ruins6. a jungle7. a peasant’s cottage8. a castle9. a river or enchanted lake

Important Object (third number)0. a secret potion1. an amulet (charm to ward off evil)2. a secret scroll or manuscript3. a magic ring4. a door with hieroglyphics5. a fountain6. a magic saying7. a walking stick8. a book of knowledge9. a sacred animal

Theme (fourth number)0. Carpe Diem (seize the day)1. the truth will surface2. justice prevails3. search inside yourself for wisdom4. life is a journey5. eternal friendship6. descent into the underworld7. love conquers all8. trust one’s intuition9. overcoming great obstacles

Step #3: Utilizing the four circled elements, write your own myth. Look over your notes as well as the myths we have read and be sure to incorporate the common elements of a myth (such as an explanation for an aspect of nature). Have fun with this assignment and good luck! See me for help (before the due date).

Step #4: Type your story using the standard format given- Times New Roman 12 point, double spaced font. Include the required class heading as well.

19

20

Mechanics Grade-

4 3 2 1

Development and Organization

Develops ideas clearly and fully using a wide range of relevant and specific details. Maintains a clear and appropriate focus as well as adhering to a logical sequence of ideas.

Develops some ideas more fully than others using specific and relevant details. Maintains a clear and appropriate focus, and exhibits a logical, yet inconsistent sequence of ideas.

Ideas are undeveloped, vague, irrelevant repetitive, and/or unjustified. Lacks an appropriate focus, but suggests some organization, or vice versa.

Minimal idea development with no evidence of development. Shows no focus or organization.

Corrections All corrections were made based on rough draft essay.

Most corrections were made based on rough draft essay.

Few corrections were made based on rough draft essay.

No corrections were made based on rough draft essay.No rough attached.

Meaning/Assignment Requirements

All assignment requirements were fully understood and therefore met. Makes insightful connections that support the assigned task.

Most assignment requirements were understood and met. Makes basic connections that support the assigned task.

Few assignment requirements were understood and met. Provides inaccurate or confused connections in an attempt to support the assigned task.

The assignment requirements were not understood nor were they met. Provides no understanding and makes no connection between information and the assigned task

Language Use This passage was completely free of grammatical errors. The language used was advanced and highly appropriate for the grade level

This passage was free of most grammatical errors. The language used was average yet appropriate for the grade level along with the

There were many grammatical errors. The language used was too simplistic for the grade level, and was not targeted

This passage has not been checked for grammatical errors. The language used was excessively basic for the grade level, nor was it written for

21

along with the intended audience.

intended audience.

at the intended audience.

the intended audience.

Conventions The passage was free of all spelling, punctuation, and capitalization errors.

This passage was free of most spelling, punctuation and/or capitalization errors.

There were many spelling, punctuation and/or capitalization errors within this passage.

This passage was not checked for spelling, punctuation and/or capitalization errors.

22

Effort Grade-Your grade is based on the following aspects:

Typed using correct font (Times New Roman 12 point); double spaced (25%)

Proper Heading (25%)

Overall effort (25%)

Time requirements met regarding the due date (25%)

Mechanics Grades4= 953= 802= 651= 50

Fully Completed (25)

Partially Completed (12.5)

Not Completed(0)

Assignment Name-

Mechanics Grade-

Effort Grade-

23

Aim- Create a short story using the elements of plot and a pseudonym.

Do Now- Describe the greatest obstacle you have ever had to overcome; the scariest moments you have ever experienced; and/or the most wonderful day you have ever had in detail. Complete on the “Short Story Creation” worksheet.

Activities- 1. As students enter the room, the “Short Story Creation” worksheet should be

distributed.2. Students should work on the Do Now (located on the worksheet).3. Once complete, students should ‘Think-Pair-Share’ with a partner to discuss

the Do Now responses.4. Next, volunteers will be called upon to share their Do Now responses with the

class.5. Students will view the Plot Diagram Power Point will taking notes on the

worksheet.6. Next students will discuss different ways to expand one of the Do Now

responses into a short story of their own.7. The term pseudonym will be defined on the board:

a. Pseudonym- (noun) a fictitious name, especially a pen name8. Next, distribute the Sample Short Story entitled “Adventures in Babysitting”

and discuss the humorous pseudonym used.a. Students are encouraged, but not required to create a pseudonym for

their project. However, all students who opt to do so, must also identify themselves by their real name to the teacher. The pseudonym will be the only published name should their story be selected among those to be published in a class packet.

9. The class will read the sample short story while simultaneously identifying the elements of plot.

10. The ‘Short Story Creation” pamphlet will be distributed to the class and reviewed.

11. Students will have any remaining class time to begin planning using the pamphlet.

Closure- Assignment guidelines and due dates will be discussed. A rubric will be distributed and reviewed so that students are aware of the requirements and grading process. Please note: This rubric can be used for peer editing and/or by the teacher.

24

Short Story Creation

Directions- You are to create your very own short story. Use the pamphlet given out to begin planning and designing your tale. Be sure to be as creative as possible. Use the suggestions and guidelines on this paper to assist you. Rough Draft due date:

What should my short story be about? Make a list of the following situations:

11 The greatest obstacle I have ever had to overcome

11 The scariest moment I ever had to experience

11 The most wonderful day I ever had

Which one should I use for my short story? Next, decide which story has all of the elements a good plot needs. As you review the plot structure below and take notes, decide which of the above tales would apply the best. **Remember: If you need to add creative details to your story, you are permitted and encouraged to do so!

How should I start my story? Use the pamphlet to start planning and creating your tale. This does NOT need to be a true story, but you can base it on a true story to get started.

Ideas to expand your story:★ Change the name of characters.★ Add new and exciting characters.★ Change the outcome to your liking.★ Add a major conflict to make the story more interesting.★ Combine two or three events in your life to create one story.★ Ask friends or family members involved to share their experiences and

viewpoints for the same situation.★ Create a pseudonym or pen name t o maintain your anonymity!

Note: These are only suggestions to assist you. You can use as many or as few of these suggestions as you would like. Your story can be fictional, partially true, or 100% real life experience. It is all up to you!

What guidelines do I have to follow? Your paper must meet the following requirements:

12 point Times New Roman font

25

Double spaced throughout Cover page following the guidelines on the handout A minimum of two (2) pages in length 1 inch margins throughout

26

Name DateClass/Grade Short

Story Creation

Adventures in BabysittingWritten by: Rita N. Wright

(pen name for K. Jenzo)

It was a cold autumn night late in November. I was only 14 years old at the time, but I was on my way to work. I didn’t have a real job, like most teenagers did, but I did have a great babysitting business. On this particular night I was lucky enough to be on my way to my favorite babysitting job.

My next door neighbors were the coolest people ever. The parents were in their mid-twenties and the mom, Lisa, always had a fridge stocked with every possible kind of junk food you could imagine. The dad, Ronnie, always had the latest movie on bootleg for us to watch. They weren’t your typical “Mom and Dad” type, but they were great to work for and they had great kids. Tina, the older of their two girls, was only 5 years old and one of the funniest kids I ever babysat for. The baby, Marissa, was almost two years old and a sweet little girl, except for when bedtime rolled around. I would literally plead with her to go to sleep every time I babysat for her, but still, it was a great job!

The best part about this job was the fact that they lived right next door. I was always afraid at night no matter where I was babysitting, but I knew that if something went wrong here, all I had to do was make a quick phone call home to my parents. Usually my sister, Laura, who was 12 at the time, would come along, but on this night she was off at a friend’s house, so I was working alone. As I walked over to their house, alone, I noticed how beautiful the stars were, shining against the dark black sky like flickering candles in the night. I could smell the wood burning stove from my house, and I paused for a moment to see the dark smoke chugging away from my chimney and towards me in the dark, cold night.

Just as I was about to cross the street to get to their house, I thought I heard a twig snap near the bushes on the side of the road. I turned quickly, but found that I was still alone. I thought for a moment that perhaps my brother Stephen was going to pop out of the bushes to scare me, but then I realized that I must have imagined the twig breaking. I had a really active imagination when I was afraid at night, which was often. I continued walking over to their home a bit quicker after getting my first set of chills for the night.

As I arrived next door I was greeting by the kids, who were always happy to see me. Tina was jumping up and down because her mom said that she could stay up as late as she wanted to watch a movie with me. Ronnie and Lisa came rushing down the steps of their split level home, clearly running late. “We have to run; dinner reservations are at 8:30 in Huntington Village; food’s in the fridge for the kids; our beeper number’s on the counter; call if you have a problem. We’re going to be out late, can you sleep here?” breathed Lisa as she finished applying her mascara.

“Sure! I brought my pajamas and toothbrush!” I said, excited to stay over because I would be making lots more money and because their house was so much fun.

“We have to run, sorry to rush out so quickly. Make sure you lock the door and the deadbolt!” Ronnie shouted back as he walked out the front door.

27

“Got it!” I laughed back as I heard his corvette start up in the driveway. Before I knew it, I had put Marissa to sleep without much of a problem and Tina

and I were popping some popcorn to munch on as we watched “The Little Mermaid,” which had just been released on video. The night continued on rather uneventfully as we sang along to our favorite tunes with Ariel.

“La la la la la- just kiss da girl- a whoo-oah!” sang Tina, her long, silky, black hair bouncing back and forth and she danced around the living room. Just then, the phone rang. I ran into the kitchen to grab it before it woke the baby, while Tina continued to watch the movie. It was my mom telling me that she was going to bed, and if I needed anything, just to call her. I told her I would and went back into the living room to find Tina sound asleep on the couch. So much for her staying up all night! It was about 11:30, when I finally got her to walk upstairs to her room and tucked her in for the night.

I went back downstairs after checking on Marissa. I double-checked the front door, just to be certain that it was locked and that the deadbolt was locked as well. I went into the kitchen and began to clean up. Suddenly, I felt a wave of chills going down my spine. I looked out into the dark black night through their kitchen window, which to my dismay, was curtain-less. I decided that I could always clean up later, and moved into the living room, where there were curtains and blinds galore. Sometime after midnight I must have dozed off, because I only remember watching the opening scenes of “Saturday Night Live.”

Sometime later that night, I awoke to a strange jingling sound. I realized as I woke with a rush, that it was the front doorknob, being shaken violently. I shook myself awake only to realize that someone was definitely trying to get into the house. Just then, I saw the silhouette of a man walking around to the back of the house through the front blinds. Although I could only see his shadow, I knew for sure that he was not going away without trying to get in. I felt yet another shiver run down my spine for the third time that night, but for a valid reason this time, as I ran into their kitchen and grabbed the phone.

Quickly, I ducked underneath the bar in their kitchen, just as I heard someone attempting to pry open the screen off the window in the dining room, next to the kitchen, where I was nervously hiding. Shaking, yet frozen with fear, I dialed the phone to my home. Looking back, I definitely should have dialed 911, but I figured mom and dad were much closer. As I punched in the numbers and waiting for someone to pick up the phone, I heard the screen pop off of the frame and the window being slid open. Practically in tears I whispered into the phone, “Mom- someone is trying to break into Lisa and Ronnie’s house!”

“What? Dad had to go down to the restaurant, he’s not even home. I’ll call the police!” my mom said as calmly as she could muster, although I could tell she was freaked out. Just then I poked my head up from underneath the bar to see a man’s arm, clothed in a black leather jacket, pulling himself into the house.

“Mom! He’s coming in the window! What do I do? Don’t hang up, please!” I pleaded with her.

“I don’t know, maybe ask who’s there!” she replied.My ears burning and my head spinning, I swallowed hard and squeaked out the

words, “Wh-who’s there?” There was a moment when all I heard was the sound of my heart beating louder and harder than I can ever remember.

“Kim? Kim’s it’s me Ronnie!” the owner of the house exclaimed.

28

Slowly, I poked my head up from underneath the bar, where I had bravely questioned the “burglar.” “Ronnie? What’re you doing climbing in the window?” I stammered as I began to sob with relief when I saw that it was actually him.

“I realized that I forgot my house key and I didn’t want to scare you!”

29

Peer Editing Lesson Plans

30

Proofreading/Editing Lesson PlanAim: What are the common proofreading and editing symbols?

Do Now: What is proof-reading and why is it important?

Procedure: 1. Create a student generated list of "What is Proofreading?" Create a student generated web on the board. Discuss the importance of proofreading (to fix errors to create an error-free final draft). Pass out “Grammar/Spelling Mistakes in The Real World” worksheet. Discuss each example and how they need to be corrected.

2. Students will now take on the role of a teacher. They will proofread a homework assignment, just as their teacher would. In groups of two, students will be given a copy of a student's paper. Using red pens and “Proofreading Symbols Worksheet”, the partners will work collaboratively and go through the work sample making corrections where necessary.

3. Whole-class discussion, based on a photocopy of teacher corrected homework. Collect the edited work from the groups.

4. Depending on time, teacher can pull-up the following website on SmartBoard, Mimio, or projector. This is a game, that has students proof-read newspaper articles.

Power Proofreading - from Houghton Mifflinhttp://www.eduplace.com/kids/hme/k_5/proofread/proof.htm

Closure: At the completion of the lesson, reinforce the reasons for proofreading. Ask the students what they have learned. How did they enjoy working with partners? How did they like taking on the role of a teacher?

Homework: Distribute a short paragraph to each student. Using the information learned, they will individually proofread this sample.

31

Common Proofreading Symbols and AbbreviationsSymbol Meaning Example

insert a comma

apostrophe or singlequotation mark

insert something

use double quotation marks

use a period here

delete

transpose elements

close up this space

a space needed here

begin new paragraph

no paragraph

32

Abbreviation Meaning Example

Ab a faulty abbreviation She had earned a Phd along with her M.D.

AgrSee also P/A and S/V

agreement problem:subject/verb orpronoun/antecedent

The piano as well as the guitar need tuning.The student lost their book.

Awk awkward expressionor construction

The storm had the effect of causingmillions of dollars in damage.

Cap faulty capitalization We spent the Fall in Southern spain.

CS comma splice Raoul tried his best, this time thatwasn't good enough

DICT faulty diction Due to the fact that we were wonderingas to whether it would rain, we stayed home.

Dgl dangling construction

Working harder than ever, this jobproved to be too much for him to handle.

- ed problem withfinal -ed Last summer he walk all the way to Birmingham.

Frag fragment Depending on the amount of snow we get thiswinter and whether the towns buy new trucks.

| | problem in parallel form My income is bigger than my wife.

P/A pronoun/antecedentagreement

A student in accounting would be wise to seetheir advisor this month.

Pron problem with pronoun

My aunt and my mother have wrecked her carThe committee has lost their chance to change things.You'll have to do this on one's own time.

Rep unnecessary repetition The car was blue in color.

R-O run-on sentence Raoul tried his best this timethat wasn't good enough.

Sp spelling error This sentence is flaude with two mispellings.

- s problem with final -s He wonder what these teacher think of him.

STET Let it standThe proofreader uses this Latin term to indicate that proofreading marks calling for a change should be ignored and the text as originally written should be "let stand."

S/V subject/verb The problem with these cities are leadership.

33

agreement

T verb tense problem He comes into the room, and he pulled his gun.

Wdy wordy Seldom have we perused a document so verbose,so ostentatious in phrasing, so burdened with too many words.

WW wrong word What affect did the movie have on Sheila?She tried to hard to analyze its conclusion.

(“Proofreader’s Marks”)

34

35

36

Publication

37

Publication Possibilities

The following Internet link is the final step of the collaboration process. Lulu.com has been used at the East Meadow School District and is very accessible and easy to use.

The following link is a comprehensive article that discusses all aspects of the “Print on Demand” process. It also provides links for additional resources for the author to use.http://www.sfwa.org/for-authors/writer-beware/pod/

**Before a student’s work is published, be sure to gain permission from that child’s parent/guardian. See the permission slip found on the next page as a sample.**

38

Publication Permission Slip

Dear Parent/Guardian:

Over this past year your child has been engaged in a writing workshop that involved students from XX High School and XX Elementary School. The students collaborated in groups and created wonderful short works of fiction.

We are now at the final stage in the writing process, the publishing stage. Publishing allows the student writers to have a purpose, an audience. We would like to publish all of the children’s work in a collection of short stories. Your permission is required for the work to be published. Please read over the story and make sure you are comfortable with the content.

The students’ work will be submitted to a publishing company that prints on demand, which allows an author to submit his/her work and will print, bound, and ship books based on an order only system. Information will follow with order information should you be interested in obtaining a copy. We will be ordering a few copies for display purposes at each school.

Thank you for your time and consideration.

I give my child, ____________________, permission to publish his/her work and a collection of short stories written by his/her peers.

My child will (check one)______ use his/her first and last name.

______ use only his/her first name.

______ use a pseudonym.

______ not be allowed to participate in the program.

_____________________ Parent Signature/Date

39

Publication Party

After the students have finished their work, it is important to give them a sense of accomplishment for everything they have done during the year. Having a formal publication party where the published book is presented to the community is a great way to validate the worthiness of this project. Community members such as the students’ parents, PTA members, fellow teachers, other students, and the administrative team should all be invited to this event.

A sample invitation can be found in the Appendix.

Reaction should also be sought from all the participants. This feedback will make the next time even more successful. See the next page for a Reaction Handout.

40

Reaction Handout

Writing Collaboration ReactionName (or you can be anonymous) ______________________

Please share your thoughts about the writing collaboration that you participated in this past year. What were the positives and the negatives of the whole project? Thanks!

Writing Collaboration ReactionName (or you can be anonymous) ______________________

Please share your thoughts about the writing collaboration that you participated in this past year. What were the positives and the negatives of the whole project? Thanks!

Writing Collaboration ReactionName (or you can be anonymous) ______________________

Please share your thoughts about the writing collaboration that you participated in this past year. What were the positives and the negatives of the whole project? Thanks!

Writing Collaboration ReactionName (or you can be anonymous) ______________________

Please share your thoughts about the writing collaboration that you participated in this past year. What were the positives and the negatives of the whole project? Thanks!

41

Bibliography

"English Grammar Gone Awry.” Created and maintained by Rachel Vidrine.This page last updated 10/15/2009 09:23:34. http://www.grammarerrors.com/examples.html

Hopkins, Gary. “Icebreakers 2000. Getting to Know You Activities for the First Day Back to School.” Education World® Copyright © 2000 Education World. September 20, 2009 http://www.education-world.com/a_lesson/lesson/lesson196.shtml

"PROOFREADERS' MARKS.” Merriam-Webster, Inc. 2009http://www.merriam-webster.com/mw/table/proofrea.htm

“Tied in Knots.” Education World. S & N Enterprises Inc. Copyright © 2008 Creative Kids at Home. September 20, 2009 http://www.creativekidsathome.com/games/tied_in_knots.shtml

42

Appendix

Peer Editing

Swap papers with a partner and check for the following 3 items…

*Spelling errors? Circle each...

*Sentences are clear and

understandable? Underline each...

Peer Editing Power Point Presentation

*Is each paragraph indented?

Draw an arrow…

Return papers and make revisions by

due date!

Plot Diagram PowerPoint

Plot DiagramShort Story UNI T

Exposition =Background inf ormation is given about the setting and situation the main characters find themselves in.

Rising Action=Characters try to solve a

problem or confl ict, but the situation usually grows worse

before the problem gets solved.

Climax =The situation reaches a critical point. The

tension that has been building reaches a peak.

Falling Action=Tension decreases as the conflict

begins to be settled.

Resolution =The solution to the problem occurs at the

story’s end.

Publishing Party Invitation

Bowling Green Elementary School

& EMHSMay 19, 2009

Are Delighted to invite you...

Please join the classes of Mrs. Abshire, Mrs. Berger, Mrs. O’Hearon, and Mrs. Piombino as we celebrate the completion of our year-long collaborative short story project. For one hour, students will share their stories and discuss their experience of working together.

Publishing Party

Bowling Green Elementary School

2340 Stewart Avenue

Please RSVP by 5/18/09Bowling Green (Mrs. Abshire, Mrs.

Berger, or Mrs. O’Hearon): 516– 876-7480

EMHS (Mrs. Piombino): 516-228-5331